Dressing professionally, being on time, living that modeled life you put before the students will set the tone for the classroom setting. If you expect all students to be on time, be professional, dress professional then you must take your own advice and do the same.

Any ideas on motivating adult learners to see the importance of meeting all their goals?

Any ideas on motivating the adult learner??

if instructors has no experience of teaching students with learning disabilities. this is a real challange. Can only be overcome by training and with the institutional supports.

Is there a general rule for how many goals and objectives are established for a course?

Whenever I see the class not focussing I try to spark there interest again some how..

I usually like to make the first class informative but light.. Sets the mood for an excellent term

When it comes to a syllabus I always prefer to write my own rather than going off of a generic syllabus. Has more meaning that way.. Just my 2 cents..

I'm a fairly new teacher and as new students come in each term I feel that every student learns differently. New challenges always happen daily.

I use both methods of evaluation in addition to requiring group work in the course because it gives students the most opportunities for success. My goal is to find ways to help students succeed and build their confidence that they can master the subject material.

It is very important to have a lesson plan in place so that an instructor can stay on task and also students know when an instructor is not prepared.

I believe that students base how serious they are going to take the course on the first impression the instructor gives and how professional the instructor comes off.

I try to engineer my learning assessments so that they reinforce student's perceptions of success. I want them to succeed and I let them know this in an emphatic way. I view the process as that of putting milestones in front of the student so they can see how they are progressing, rather than as hurdles that have to be overcome. This is my way of making it a positive process.

I have found that it is important to ask questions and wait for an answer, and then build on it. Using the student's response, I will ask the class in general, is this right? Sometimes I will make outrageous statements and ask the students, 'Is this right?' This engages them and with some humor tends to guide the discussion into why my provocative statement was wrong and what is the right answer. By my willingness to go out on a limb it encourages even the shyness or most uncertain students to participate in the discussion by relaxing the 'serious' mode of the learning environment.

I have found written test is very challenging for students and it is also very time consuming for me in grading. Does anyone have any ideas on how to achieve this without the time constraints?

I've been fortunate in using my own experiences as a student to be open to student's different ways of opening their mental channels to information. I have often drawn or doodled while listening intently to an instructor. There was a time when I thought this was 'wrong', that I was being frivolous, but I have come to realize that it worked well for me and so now, when I see students drawing in class as I lecture I don't comment on it or ask them to 'pay attention'. I accept that this is just a way for a student to focus that traditional educators might consider as disrespectful or apathetic.

Students are most likely to learn well, even with disability by seeing the applied use of the material prior to the test. Teach the lesson, show its importance to the field of use and them apply the lesson to the application. This allows students with any disability to hear it see it and do it , before he/she is asked to remember the lesson.Not all people even know they have some disability, they think that they can not take any test. This also is repeating the lesson over three times before they are asked to complete the task.

The one thing I have found to work well is to get the students to work in groups. Perform an interactive presentation of the topic, sharing personal experiences which gives the students the realization that you are human too. Once the information is delivered, have the students work together in small groups using the information given,as well as step by step manual procedures to achieve their goal. There are stopping points to verify their progress as well as answer questions they may have. Getting their hands on the product immediately is a great learning tool.

Student will increase their words in technical material as they preform each technical task and begin to see the words applied to the parts idenification. Going through each part or material will have every student relating the part to the name and the application. This will help everyone , even those with real experience since many won"t be able to apply the word name to the actual part.

The module talked about using because, and giving reasons. I always give a reason for what I do. I don't expect them the agree with me, but if they understand my thinking it may go a little easier. Sometimes it works, sometimes it doesn't; but I have have been favorably surprised a few times.